Policy on Whistleblowing and Protection Against Retaliation

Total Page:16

File Type:pdf, Size:1020Kb

Policy on Whistleblowing and Protection Against Retaliation WHO Whistleblowing and protection against retaliation Policy and procedures 2015 Office of Compliance, Risk Management and Ethics WHO Whistleblowing and protection against retaliation Announcement Type POLICY Announcement Title WHO Protection against retaliation Initiator ( Department) CRE – Compliance, Risk Management and Ethics Initiator (Unit) CRE Document Name Information Note Subject Standards of Conduct - Whistleblower Protection Policy Effective Date Applicability All staff Addressed to All WHO Offices Revision / Not applicable Amendment / Replaces Related Documents HR e-guide, III.1.1 Policy and Procedures WHO Whistleblowing and protection against retaliation Table of Contents 1. Introduction.................................................................................................................................................... 4 2. Definitions and principles ................................................................................................................................ 5 2.1. Definitions .............................................................................................................................................. 5 2.1.1 Reporting of suspected wrongdoing that implies a significant risk to WHO ...................................... 5 2.1.2 Retaliation...................................................................................................................................... 6 2.1.3 Malicious reporting ........................................................................................................................ 7 2.2. Principles ................................................................................................................................................ 7 2.2.1 Obligation to report suspected wrongdoing .................................................................................... 7 2.2.2 Evidence of retaliation .................................................................................................................... 7 2.2.3 Confidentiality ................................................................................................................................ 8 2.2.4 Anonymity...................................................................................................................................... 8 2.2.5 Protection measures/relief ............................................................................................................. 8 2.2.6 Performance appraisal, vacancy selections, post reclassifications, reassignment and mobility ......... 9 2.2.7 Remedies ....................................................................................................................................... 9 2.2.8 Disciplinary measures ..................................................................................................................... 9 2.2.9 Reprieve ....................................................................................................................................... 10 3. Reporting wrongdoing that implies significant corporate risk (i.e. “whistleblowing”) ..................................... 10 3.1 Reporting mechanisms ......................................................................................................................... 10 3.2.1 Ethics advice ................................................................................................................................ 10 3.2.2 Investigations ............................................................................................................................... 11 3.2 Measures to prevent retaliation ............................................................................................................ 11 4. Reporting retaliation ..................................................................................................................................... 11 4.1. Roles and responsibilities ...................................................................................................................... 11 4.1.1 Reporting mechanism................................................................................................................... 11 4.1.2 Preliminary review ....................................................................................................................... 12 4.1.3 Interim protection of the whistleblower ....................................................................................... 12 4.1.4 Investigation of reports of retaliation ........................................................................................... 13 4.1.5 Conflicts of interest ...................................................................................................................... 13 4.2. Feedback .............................................................................................................................................. 13 4.3. Reporting through external mechanisms ............................................................................................... 13 5. Annual report ............................................................................................................................................... 14 3 WHO Whistleblowing and protection against retaliation Whistleblowing and protection against retaliation 1. Introduction 1. This policy, which supersedes the previous “WHO Whistleblower Protection Policy and Procedures” of November 2006, continues to foster progress towards the open, transparent and fair functioning of WHO. The aim is to encourage the reporting of suspected wrongdoing when the wrongdoing implies significant corporate risk (i.e., harmful to the interests, reputation, operations, or governance of WHO) without fear of retaliatory action in order to enable WHO to take early action. It focusses on the protection against retaliation accorded to whistleblowers who report suspected wrongdoing. 2. To this end, the objective of this policy is threefold: • Define “whistleblowing” by differentiating between wrongdoing that constitutes risk of corporate significance and individual grievances that are administered through other established mechanisms1; • Enhance the protection accorded to whistleblowers that fall within this definition; and • Clarify the responsibility of the administration2. 3. Consequently, this policy clarifies what constitutes whistleblowing and retaliation. It also lays out the essential principles of WHO’s approach, starting with the underlying position that retaliation against whistleblowers is not tolerated in WHO and constitutes misconduct. Acts of retaliation violate the fundamental obligation of all staff members to uphold the highest standards of integrity and to discharge their functions and regulate their conduct with the interest of the Organization only in view. 4. This policy covers the reporting of (i) suspected wrongdoing that implies corporate risk, and (ii) actual or threatened retaliation. It describes the mechanisms in place to address suspected wrongdoing and how WHO protects whistleblowers from retaliation. This approach enables the establishment of a robust mechanism to prevent retaliation from occurring in the first place. 5. The policy delineates the respective roles and responsibilities of the principal offices supporting its implementation, i.e. the Office of Compliance, Risk Management and Ethics (CRE) and the Office of Internal Oversight Services (IOS). 1 eManual Section III.12 on Appeals and Grievances http://emanual.who.int/p03/s12/Pages/default.aspx 2 The term “administration” is understood as line management and the human resources department Policy and Procedures 6. This policy applies to WHO staff members who report, in good faith, suspected wrongdoing of corporate significance at WHO and may be subjected to retaliation as a consequence. 7. This policy in its spirit and principles also applies to non-staff members who report suspected wrongdoing at WHO. This includes in particular individuals who have a contractual relationship with WHO, such as temporary advisers, Special Service Agreement (SSA) holders, Agreement for Performance of Work (APW) holders, consultants and interns, as well as third parties such as vendors, contractors or technical partners who may suspect wrongdoing within or affecting WHO. This policy will serve as a guide to devise effective measures on a case by case basis to address the specific circumstances of non-staff members and their particular vulnerability to retaliatory action. 8. This policy will be disseminated across the Organization and will be published on WHO’s Internet Website for information. Related internal policies and procedures will be amended to reflect established protection mechanisms. 2. Definitions and principles 2.1. Definitions 2.1.1 Reporting of suspected wrongdoing that implies a significant risk to WHO 9. This policy defines “whistleblowers” as individuals who report suspected wrongdoing that implies a significant risk to WHO, i.e. harmful to its interests, reputation, operations or governance. Therefore, this policy applies to but is not limited to reporting any of the following: • Fraud, i.e. deliberate and deceptive acts with the intention of obtaining an unauthorized benefit, such as money, property or services, by deception or other unethical means3; • Corruption; • Waste of resources; • Sabotage; • Substantial and specific danger to public health or safety; • Sexual exploitation and abuse. 3 WHO eManual Section
Recommended publications
  • Workplace Bullying; 3
    Sticks, stones and intimidation: How to manage bullying and promote resilience Ellen Fink-Samnick Charlotte Sortedahl Principal Associate Professor, Univ. of Wis. Eau Claire EFS Supervision Strategies, LLC Chair, CCMC Board of Commissioners Proprietary to CCMC® 1 Agenda • Welcome and Introductions • Learning Outcomes • Presentation: • Charlotte Sortedahl, DNP, MPH, MS, RN, CCM Chair, CCMC Board of Commissioners • Ellen Fink-Samnick, MSW, ACSW, LCSW, CCM, CRP Principal, EFS Strategies, LLC • Question and Answer Session 2 Audience Notes • There is no call-in number for today’s event. Audio is by streaming only. Please use your computer speakers, or you may prefer to use headphones. There is a troubleshooting guide in the tab to the left of your screen. Please refresh your screen if slides don’t appear to advance. 3 How to submit a question To submit a question, click on Ask Question to display the Ask Question box. Type your question in the Ask Question box and submit. We will answer as many questions as time permits. 4 Audience Notes • A recording of today’s session will be posted within one week to the Commission’s website, www.ccmcertification.org • One continuing education credit is available for today’s webinar only to those who registered in advance and are participating today. 5 Learning Outcomes Overview After the webinar, participants will be able to: 1. Define common types of bullying across the health care workplace; 2. Explore the incidence and scope of workplace bullying; 3. Discuss the implications for case management practice; and 4. Provide strategies to manage bullying and empower workplace resilience.
    [Show full text]
  • Jesuit Social Services' Understanding of Gender Inequality
    13 December 2019 Public Accounts and Estimates Committee Via email: [email protected] Dear Committee Submission to the Inquiry into Gender Responsive Budgeting Jesuit Social Services welcomes the opportunity to comment on the Inquiry into Gender Responsive Budgeting. Jesuit Social Services’ understanding of gender inequality Gender inequality refers to the way in which narrow, rigid gender norms and stereotypes limit individuals and groups of both men and women, thereby preventing them from living fulfilling and productive lives where they can flourish and reach their full potential. Gender inequality is problematic for both men and women. Gender norms and expectations that have historically limited women’s participation in public life and the workforce, and today see high rates of violence against women perpetrated by men, are also having a detrimental impact on men and boys. Boys and men are over-represented in key indicators of harmful social behaviours and negative social outcomes such as the perpetration of violence and other crimes, in suicide rates, and in incarceration rates. Both women and men are more likely to experience violence at the hands of men, with around 95 per cent of all victims of violence in Australia reporting a male perpetrator. Research has shown that men who conform to dominant masculine norms (that men should be tough, stoic, dominant, daring, and in control) are more likely to engage in risky behaviours and less likely to engage in health promotion behaviours. They are also more likely to use physical violence and sexually harass women. The reasons for these manifestations of systemic dysfunction are complex and multi-faceted but have much to do with the way in which boys and men are acculturated into dominant masculine gender norms.
    [Show full text]
  • PREVENTING and ERADICATING BULLYING “Creating a Psychologically Healthy Workplace”
    PREVENTING and ERADICATING BULLYING “Creating a Psychologically Healthy Workplace” RESOURCE GUIDE And TALKING POINTS for LEADERS AND CHANGE CHAMPIONS March 25, 2014 TABLE OF CONTENTS INTRODUCTION 2 Section I: Resource Guide 4-18 Working Definition and Example Language Describing Bullying 5 Factors to Consider When Evaluating The Example Language 6 Other Definitions of Bullying 7 Types of Bullying 7 Examples of Bullying Behavior and Its Impact 8 Research Results Related to Bullying: Elementary and Secondary Education 9 Research Related to Bullying: College and Universities 10 Research Related to Bullying: The American Workplace 12 Leading and Best Practices to Prevent and Address Bullying 13 What Not To Do: Misdirection In Bullying Prevention and Response 14 The Namie Blueprint to Prevent and Correct Workplace Bullying 15 History of Workplace Bullying 17 SECTION II: TALKING POINTS 19-35 Presentation Slides 20 Conversations About Bullying: An Activity 31 SECTION III: RESOURCES 36-39 1 INTRODUCTION Awareness of bullying as an undesirable and harmful behavior has increased over the past few years. From grade schools to colleges, from workplaces to professional sports, stories about bullying and its debilitating and sometimes life-threatening impact have become part of everyday communications. Leading print and digital newspapers have dedicated feature articles on the subject. The Internet, through social media sites and blogs, has posted numerous comments about school and workplace bullying. In July of 2010, Parade magazine, a syndicated periodical distributed with Sunday editions of newspapers across the country, asked its readers if “workplace bullying should be illegal?” More than 90 percent of the respondents said yes. As recent as February 2014, USA Today, a major national publication, published an article entitled, “Hurt Can Go On Even After Bullying Stops.” The article indicated that early intervention is key to stop bullying because the health effects can persist even after bullying stops.
    [Show full text]
  • Bullying in the Workplace Training Manual with Quiz Sheet
    Bullying in the Workplace 1 Bullying in the Workplace Workplace – COVID-19 Training Series WV DOH Training & Development Unit – COVID-19 – Training Manual 04/2020 Bullying in the Workplace 2 Introduction Bullying is called the silent epidemic. Although half of workers have experienced or witnessed bullying, policies and laws dealing with it are far less prevalent. This is, in part, because bullying can be hard to identify and address. People wonder, what does bullying look like? How can we discourage it in our workplace? What can I do to protect my staff and co-workers? All of these questions (and more!) will be answered in this training. Learning Objectives At the end of this workshop, you will be able to: o Define what bullying is and is not o Understand the costs of bullying to people and organizations o Identify bullying behaviors and the reasons behind them o Know some ways to prevent bullying and understand what role you can play o Know some ways to protect yourself from bullying o Know what to do if you are bullied o Identify appropriate solutions for a bullying incident (within and outside the organization) o Assist in creating an anti-bullying policy Session One: Defining Bullying What is Bullying? Let’s make sure that we’re all on the same page when it comes to talking about bullying. American bullying experts Drs. Gary and Ruth Namie give us this definition: “Bullying at work is repeated, health-harming mistreatment of a person by one or more workers that takes the form of verbal abuse; conduct or behaviors that are threatening, intimidating, or humiliating; sabotage that prevents work from getting done; or some combination of the three.” (Source: Page 3, The Bully at Work – Second Edition, Namie and Namie, 2009.
    [Show full text]
  • Support and Mistreatment by Public School Principals As Experienced by Teachers: a Statewide Survey
    MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Diane Sue Burnside Huffman Candidate for the Degree: Doctor of Philosophy ___________________________________________ Director Dr. Thomas S. Poetter ___________________________________________ Reader Dr. William J. Boone ___________________________________________ Reader Dr. Kathleen Knight Abowitz ___________________________________________ Reader Dr. Andrew M. Saultz ABSTRACT SUPPORT AND MISTREATMENT BY PUBLIC SCHOOL PRINCIPALS AS EXPERIENCED BY TEACHERS: A STATEWIDE SURVEY by Diane Sue Burnside Huffman Skillful teachers are key to developing good schools. Because of this, understanding the school as a workplace is necessary to investigate why teachers leave and what encourages them to stay. The relationship between the principal, as the boss, and the teacher, as the employee, is one under- researched component of the school workplace which is important for developing a broad understanding of teacher turnover. This cross-sectional study uses a definition of principal mistreatment behaviors from the literature in the development of an original mixed method survey and a random sample of teachers from public schools in the State of Ohio to investigate how often principal mistreatment behaviors are experienced by a random sample of teachers in K-12 public schools. Mistreatment behaviors were paired with an opposite principal support behavior using Likert-style response options and were specifically focused on the 2012-2013 school year. Open- ended questions were included which asked for more general experience with principal mistreatment behaviors, effects on the teachers health, opinions about school culture and student bullying, and the effects of principal treatment behaviors on the teachers sense of efficacy and job satisfaction.
    [Show full text]
  • Employee/Management Sabotage Effects on Organizational Output
    http://jms.sciedupress.com Journal of Management and Strategy Vol. 10, No. 3; 2019 Employee/Management Sabotage Effects on Organizational Output Etebong Attah Umana1 & L. C. Okafor1 1 Department of Business Management, Faculty of Management Sciences, Ebonyi State University, Abakaliki, Nigeria Correspondence: Etebong Attah Umana, Department of Business Management, Faculty of Management Sciences, Ebonyi State University, Abakaliki, Nigeria. Received: March 11, 2019 Accepted: April 30, 2019 Online Published: May 12, 2019 doi:10.5430/jms.v10n3p37 URL: https://doi.org/10.5430/jms.v10n3p37 Abstract This study examines how employee sabotage affects organizational output in First Bank Plc, Calabar. The purpose was to identify the causes of employee sabotage, to examine how employee sabotage destroys the image and reputation of the organization, to examine how employee insubordination thwart the achievement of team work accomplishment and organizational effectiveness, to examine how employee refusal to produce product/service affect organizational output and to determine how employee sabotage reduce the security strength of the organization. The study employed survey design and used questionnaire to gather data from sampled respondents. Data was analyzed using simple percentage method. Based on the findings, it was revealed that sabotage at workplace by employee can damage the property, image and reputation of an organization. It was also revealed that employee insubordination thwart the achievement of team work accomplishment and organizational effectiveness. It was equally shown that employee sabotage reduces the security strength of the organization, thus expose the organization to competitive thread and that sabotage by employee leads to waste of resources in the organization, thus low organizational output.
    [Show full text]
  • Praise for the Corporate Whistleblower's Survival Guide
    Praise for The Corporate Whistleblower’s Survival Guide “Blowing the whistle is a life-altering experience. Taking the fi rst step is the hardest, knowing that you can never turn back. Harder yet is not taking the step and allowing the consequences of not blowing the whistle to continue, knowing you could have stopped them. Your life will be forever changed; friends and family will question your ac- tions if not your sanity, your peers will shun you, every relationship you treasure will be strained to the breaking point. This handbook is required reading for anyone considering blowing the whistle.” —Richard and Donna Parks, Three Mile Island cleanup whistleblower and wife “The Corporate Whistleblower’s Survival Guide will be an immense help! For while there are no one-size-fi ts-all ‘right answers,’ the au- thors have effectively translated their decades of actual experience, insights, and resources in this fi eld onto paper. A realistic framework will now exist to help people confronting such diffi cult situations.” —Coleen Rowley, FBI 9/11 whistleblower and a 2002 Time Person of the Year “Lays out exactly what potential corporate whistleblowers must know to help improve their chances of both surviving whistleblowing and stopping the misconduct they set out to expose. My only hope is that we can help spread the word so that all potential corporate whistle- blowers read this book before they take their fi rst steps down that lonely road.” —Danielle Brian, Executive Director, Project on Government Oversight “As commissioner, I relied on whistleblowers like Jeffrey Wigand to learn the inside story about the deceptive practices of the tobacco industry.
    [Show full text]
  • Bullying Or Mobbing: Is It Happening in Your Academic Library? Susan Hubbs Motin St
    St. Cloud State University theRepository at St. Cloud State Library Faculty Publications Library Services 3-2009 Bullying or Mobbing: Is it Happening in Your Academic Library? Susan Hubbs Motin St. Cloud State University, [email protected] Follow this and additional works at: https://repository.stcloudstate.edu/lrs_facpubs Part of the Industrial and Organizational Psychology Commons, and the Library and Information Science Commons Recommended Citation Motin, Susan Hubbs, "Bullying or Mobbing: Is it Happening in Your Academic Library?" (2009). Library Faculty Publications. 28. https://repository.stcloudstate.edu/lrs_facpubs/28 This Conference Proceeding is brought to you for free and open access by the Library Services at theRepository at St. Cloud State. It has been accepted for inclusion in Library Faculty Publications by an authorized administrator of theRepository at St. Cloud State. For more information, please contact [email protected]. Bullying or Mobbing: Is it Happening in Your Academic Library? Susan Hubbs Motin The behaviors of bullying and mobbing have only be- excellent service-oriented library can be, or they can gun to rise in the public’s awareness or towards the create a culture of anxiety, stress, and distrust which legal standing of harassment. But, like harassment, hampers providing the best possible service to patrons bullying and mobbing can lead to the same results and inhibits the free flow of ideas and creativity. Until for employees: a loss of dignity, self-confidence and Thomas Hecker’s article on workplace mobbing in li- productivity, as well as an excessive amount of non- braries, which appeared in the 2007 issue of The Jour- work related stress and other related health issues.
    [Show full text]
  • Stop Self- Sabotage­
    STOP SELF- SABOTAGE Six Steps to Unlock Your True Motivation, Harness Your Willpower, and Get Out of Your Own Way JUDY HO, PHD, ABPP This book contains advice and information relating to health care. It should be used to supplement rather than replace the advice of your doctor or another trained health professional. If you know or suspect you have a health problem, it is recommended that you seek your physician’s advice before embarking on any medical program or treatment. All efforts have been made to assure the accuracy of the information contained in this book as of the date of publication. This publisher and the author disclaim liability for any medical outcomes that may occur as a result of applying the methods suggested in this book. STOP SELF-SABOTAGE . Copyright © 2019 by Judy Ho. All rights reserved. Printed in the United States of America. No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles and reviews. For information, address HarperCollins Publishers, 195 Broadway, New York, NY 10007. HarperCollins books may be purchased for educational, business, or sales promotional use. For information, please email the Special Markets Department at [email protected]. FIRST EDITION Designed by Bonni Leon- Berman Library of Congress Cataloging- in- Publication Data has been applied for. ISBN 978-0-06-287434-4 19 20 21 22 23 LSC 10 9 8 7 6 5 4 3 2 1 1 Exercise: Which Part of L.I.F.E.
    [Show full text]
  • Gender Quotas, Competitions, and Peer Review: Experimental Evidence on the Backlash Against Women
    Gender Quotas, Competitions, and Peer Review: Experimental Evidence on the Backlash Against Women Andreas Leibbrandt Liang Choon Wang Cordelia Foo CESIFO WORKING PAPER NO. 5526 CATEGORY 13: BEHAVIOURAL ECONOMICS SEPTEMBER 2015 An electronic version of the paper may be downloaded • from the SSRN website: www.SSRN.com • from the RePEc website: www.RePEc.org • from the CESifo website: www.CESifoT -group.org/wpT ISSN 2364-1428 CESifo Working Paper No. 5526 Gender Quotas, Competitions, and Peer Review: Experimental Evidence on the Backlash Against Women Abstract This study experimentally investigates gender quotas in light of peer review. We investigate competitions with and without gender quotas and a peer review process that allows for sabotage. Our findings show that the possibility of peer sabotage renders the gender quota ineffective in encouraging women to enter tournaments and reversing gender pay gaps. Moreover, we provide evidence of a severe backlash against women, as they become targets of sabotage under gender quotas. Interestingly, this is the result of women focusing on sabotaging each other while men sabotage indiscriminately. Our results have implications for the use of quotas to mitigate the under-representation and underperformance of minority groups in environments in which peer sabotage is possible. JEL-Code: C930, J230, J330. Keywords: affirmative action, gender quota, gender gap, labor market, sabotage, competition, tournament. Andreas Leibbrandt* Monash University Department of Economics Wellington Road Australia – 3800 Clayton [email protected] Liang Choon Wang Cordelia Foo Monash University Monash University Department of Economics Department of Economics Wellington Road Wellington Road Australia – 3800 Clayton Australia – 3800 Clayton [email protected] *corresponding author This version: 11 September 2015 I.
    [Show full text]
  • Protocol Publication
    Prevention and management of bullying behaviour in academic medicine A scoping review protocol Prepared By: Andrea C. Tricco, Patricia Rios, Wasifa Zarin, Roberta Cardoso, and Sharon E. Straus Knowledge Translation Program Li Ka Shing Knowledge Institute St. Michael’s Hospital 0 For questions about this report, please contact: Andrea C. Tricco, PhD., MSc. Scientist, Team Lead of the Knowledge Synthesis Team Knowledge Translation Program Li Ka Shing Knowledge Institute St. Michael’s Hospital Toronto, Canada Email: [email protected] Phone: 416-864-6060 ext. 77521 1 PROTOCOL Background Workplace bullying in healthcare organizations has been prevalent for decades and is recognized worldwide as a significant problem.1,2 A 2009 survey among American nurses found that 70% had experienced workplace bullying from either a superior or colleague, and a survey of new graduate nurses in Ontario found that 33% had been bullied.1-3 There is also evidence of substantial bullying among medical trainees; a 2012 survey found that three-quarters of Canadian medical residents experienced bullying at some point in their careers.4 In contrast, there is little direct evidence for the presence of workplace bullying among other medical professionals, particularly among faculty in academic medical centres and teaching hospitals, but the existence of such widespread bullying among medical trainees and nurses raises the question of whether this issue is being adequately addressed in these environments. Interventions to prevent or mitigate workplace bullying include legislation to protect individuals from bullying; education and awareness programs; zero tolerance policies regarding bullying or unprofessional behaviour; and methods to report and track bullying.1,2 However, the effectiveness of these strategies and their degree of implementation in among faculty in medical schools and academic medical centres or hospitals is currently unclear.
    [Show full text]
  • Workplace Bullying: a Silent Epidemic Jennifer A
    University of Kentucky UKnowledge Library Faculty and Staff ubP lications University of Kentucky Libraries 11-2016 Workplace Bullying: A Silent Epidemic Jennifer A. Bartlett University of Kentucky, [email protected] Click here to let us know how access to this document benefits oy u. Follow this and additional works at: https://uknowledge.uky.edu/libraries_facpub Part of the Library and Information Science Commons Repository Citation Bartlett, Jennifer A., "Workplace Bullying: A Silent Epidemic" (2016). Library Faculty and Staff Publications. 278. https://uknowledge.uky.edu/libraries_facpub/278 This Article is brought to you for free and open access by the University of Kentucky Libraries at UKnowledge. It has been accepted for inclusion in Library Faculty and Staff ubP lications by an authorized administrator of UKnowledge. For more information, please contact [email protected]. Workplace Bullying: A Silent Epidemic Notes/Citation Information Published in Library Leadership & Management, v. 31, no. 1, p. 1-4. This work is licensed under a Creative Commons Attribution 3.0 License. This article is available at UKnowledge: https://uknowledge.uky.edu/libraries_facpub/278 New and Noteworthy Workplace Bullying: A Silent Epidemic Jennifer A. Bartlett Bullying and cyber-bullying (online bullying) are all too often in the news these days, particularly in schools. Being made fun of, threatened with physical violence, excluded from activities on purpose, hurtful information spread among classmates – the frequency and severity of bullying behavior has an enormous impact on children’s emotional and physical well-being. According to the National Center for Educational Statistics, one in four school children from ages 12 to 18 report being the victims of bullying or cyber-bullying.1 Less prevalent is news about bullying of adults in their places of work, but some statistics are comparable.
    [Show full text]